School Profile
Homestead Senior Secondary College opened in 2020 and is located in a developing area of Point Cook, approximately 28 kilometres from Melbourne CBD. Our feeder schools are the local P-9 colleges - Alamanda and Saltwater P-9 Colleges. A significant percentage of our enrolments are new arrivals to the greater Point Cook community. Homestead also attracts a growing number of enrolments from the independent school's sector. Rapid growth is predicted for both the suburb and school over the next 5 to 10 years.
In 2026 we expect approximately 710 students at HSSC, and it is projected that the college's peak enrolment will be in excess of 1500 students. In addition to this, we expect to be supporting approximately 600 students from Saltwater P-9 at years 7-9 on the Homestead site while Saltwater undergoes major capital works to increase capacity on their site.
The foundation years of the college focused upon building social capital, creating structures and practices, purchasing resources and establishing staff professional learning teams. This is an amazing career opportunity for educationalists as they are part of a staff cohort playing an integral role in the development of the college's culture, teaching & learning style and place in our community. Our new phase includes solidifying our culture of the young adult learning environment and our consistent teaching and learning model, while managing significant growth in student and staff population.
HSSC is a state of the art 21st Century learning environment for young adults. With a build cost of $53 million, facilities are second to none. Students learn in a three-storey main building, a standalone Performing Arts/Physical Education building, multi-purpose courts and a playing field. Our landscaped grounds feature amazing spaces for our students and staff.
The college curriculum focuses on providing the right pathway for all students to achieve their academic goals. The college offers a broad range of studies at Year 10, VCE, VM, VET & other programs.
HSSC is defined by:
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A well balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development
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Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post compulsory pathways for Years 10 to 12 students
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Highly skilled, versatile, dedicated and caring staff committed to life-long learning and developing each student through the implementation of personalised learning programs
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The active participation of staff in professional learning communities
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Shared educational responsibility between parents, staff and students
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Powerful student agency & voice in their learning
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Effective & open channels of communication that promote trust, positive interactions and strong links with the wider community.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
The Vocational Programs Leader role includes:
Curriculum
¿ Lead the VCE VM Domain in the operation of PLCs
¿ Convene and run regular Domain meetings, with an appropriate agenda and published minutes.
¿ Report relevant information back to staff within the Domain
¿ Manage the creation and distribution of all learning tasks for VCE VM / VPC classes.
¿ Ensure the best possible learning environment is provided in all classes by supporting teachers to organise and produce a program that utilises best teaching practice.
¿ Represent VCE VM Domain in Learning Leaders and other appropriate meetings as necessary.
¿ Organise and run Domain focussed activities for students e.g. `VCE VM Expo¿ and TAFE Tasters
¿ Liaise with the Assistant Principal of Teaching and Learning and wider Teaching and Learning leadership team regarding curriculum, assessment and reporting matters.
¿ Responsible for the preparation and delivery of a guaranteed and viable VCE VM / VPC curriculum at the College.
¿ Ensure all teaching programs are scope and sequenced and documented in appropriate unit planners, and assessment plans and are stored and easily retrieved. Provide such documents for relief teachers
¿ Manage VCE VM Google Sites pages.
¿ Lead the delivery of VCE VM (including the VPC) and VET in the College RTO partnership arrangements.
¿ Work with Teaching & Learning and Heads of Domain to ensure explicit pathways processes are integrated into the curriculum.
¿ Take responsibility for the budget, purchasing of necessary items, and provision of appropriate resources including PL opportunities
¿ Ensure all areas of the Domain are maintained within OHS/Worksafe standards, using the College¿s OH&S guidelines.
¿ Ensure curriculum, teaching and learning programs are consistent with each program and teams work together to ensure coherence between Year 11 and Year 12 Program.
¿ Organise excursions and programs related to the VCE VM / VPC programs.
Pathways
¿ Develop and maintain links with community organisations which help provide a diversity of pathways for our students.
¿ Participate in various networks linking the College to the wider community, e.g. employer¿s network evenings.
¿ Build effective and successful two-way relationships with all third party providers such as other schools and RTOs.
¿ Coordinate data sharing between HSSC and third party providers such as schools and RTOs for VET students.
¿ Liaise with the Leading Teachers of Pathways and Transitions to coordinate and organise activities/speakers relevant to student pathways.
¿ Lead & Coordinate the Careers/CAPs team and VET administration staff.
¿ Lead the VCE VM/VPC and VET admin support in monitoring and supporting VET teachers with regards to attendance and successful completion of competencies.
¿ Coordinate structured work placements for VET students
¿ Support VM and VPC students in the development of their future pathways
¿ Support the VCE VM staff in the VET related components of the VCE VM.
¿ Participate in meetings of the VET Cluster, LLEN and other regional careers groups.
¿ Liaise with Pathways, VCE VM and VASS staff, pathways sessions, orientation and commencement programs as well as transitions in and out of the college
Student Engagement and Wellbeing
¿ Be a presence and familiar face in student management and well-being, as well as inclusion to ensure successful transitions for our new students, in particular for the VCE VM and VET students.
¿ Liaise with the Assistant Principal to enrol new students and ensure a positive transition
¿ Support the Directors of Student Engagement and Wellbeing to lead and run College student & parent information sessions
¿ Rigorous monitoring of attendance and academic performance and support including facilitating Academic Learning Plan meetings with Parents/Carers and students completing VCE VM and VPC.
¿ A consistent approach to the management of `at risk¿ students including leading and driving proven outcomes for all VCE VM and VPC students, planning for and implement of pro-active strategies and programs to enhance student engagement, attendance, wellbeing and connectedness by employing high level data analysis
¿ The delivery of 90% minimum attendance across the student cohort for VCE VM and VPC students
¿ Promote the school¿s culture every day
¿ Provide positive leadership to promote a shared sense of purpose among staff and the school community in the development and implementation of strategies to increase student engagement, and encourage academic excellence within the VCE VM and VPC program.
¿ Lead, drive and promote a culture of high expectations for students and staff.
¿ Maintain a learning environment that is safe, orderly and promotes student agency, engagement and wellbeing for VM and VPC students.
¿ Work with the Director of Inclusion to ensure appropriate MTSS supports are put in place for Tier 2 and 3 students.
¿ Lead, facilitate and support whole school programs coordination alongside middle leaders
¿ Oversee and manage the monitoring and implementation of College policies and procedures in relation to student management, uniform, attendance, punctuality, homework and conduct for VCM VM and VPC students.
¿ Manage significant discipline and wellbeing issues in liaison with the Assistant Principal
¿ Communicate with parents as required
¿ Provide support to classroom teachers in relation to student management issues.
¿ Ensure the monitoring and counselling of students with respect to learning outcomes and student engagement
¿ Demonstrate a strong understanding of VASS and VCAA policies and ensure compliance with these policies and deadlines.
¿ Lead and manage elements of the VCE Coordinator role (AP of Engagement) including SEAS, Special Provision in collaboration with VASS/Directors of SEW and Inclusion
¿ Promote the use of Compass and provide high level support to staff
¿ Actively contribute and support major College events by leading and attending
¿ Other duties as directed by the Principal
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
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Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Enquiries regarding the position can be directed to the Principal Danijel Banovic 0436 922 997 - we encourage you to contact the Principal with regard to this role.
Applications must include:
- A specific response to all the key selection criteria
- A CV including the names of three referees and contact numbers should be included in the application
- Applications should be submitted via Recruitment Online https://schooljobs.education.vic.gov.au/psp/ROLPPRD1_EA/APPLICANT/HRMS/c/HRS_HRAM.HRS_APP_SCHJOB.GBL
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
